GRADE 3 MATHEMATICS ACTIVITIES

TERM TWO YEAR

SCHOOL NAME OF THE TEACHER

W LSN STRAND S- SPECIFIC LEARNING KEY INQUIRY LEARNING EXPERIENCES RESOURCES & ASSESSME REF
K STRAND OUTCOME QUESTION REFERENCE NT

1 1 Geometry Position By the end of the lesson, the What do you do when Learners in pairs /groups to move Charts showing a written
and learner should be able to you get to a road along a straight line from a given straight line, a
point. exercise, oral
Direction junction?
a. Move along a straight Learners in pairs/groups to move turn to the left questions,
(Turning observation
line from a point and straight along the and a turn to the
to the turn to the right. outside of their classroom and right
right) b. Play digital games then turn to the right or
involving position and left Mathematics
direction pupil’s book 3
c. Appreciate the pg.93
importance of position Mathematics
and direction teachers guide
grade 3 pg. 61-62

2 Position By the end of the lesson, the What do you do when Learners in pairs /groups to move Charts showing a written
and learner should be able to you get to a road along a straight line from a given straight line, a
point. turn to the left exercise, oral
Direction junction?
a. Move along a straight questions,
(Turning Learners in pairs/groups to move and a turn to the
line from a point and observation
to the left) turn to the left. straight along the right
b. Play digital games
outside of their classroom and
then turn to the right or Mathematics
involving position and pupil’s book 3
left
direction
pg.94
c. Appreciate the
importance of position Mathematics
and direction teachers guide
grade 3 pg. 62-
63
 3 Shapes By the end of the lesson, the What do you do when Learners in pairs /groups to move Charts showing a written
(Geometr learner should be able to you get to a road along a straight line from a given straight line, a
point. turn to the left exercise, oral
ic shapes) junction?
a. Identify different types questions,
of lines and shapes. Learners in pairs/groups to move and a turn to the
straight along the right observation
b. Draw and model
different shapes outside of their classroom and Mathematics
c. Develop interest in then turn to the right or pupil’s book 3
working with shapes
left pg.95-96
shapes
Mathematics
teachers guide
grade 3 pg. 64
4 Patterns By the end of the lesson, the Learners in pairs /groups to move Charts showing a written
learner should be able to along a straight line from a given straight line, a
point. turn to the left exercise, oral
a. Make patterns using questions,
different shapes. Learners in pairs/groups to move and a turn to the
straight along the right observation
b. Draw and model
different shapes outside of their classroom and Mathematics pupil’s
c. Develop interest in then turn to the right or book 3 pg.97
making shapes using Mathematics teachers
patterns left guide grade 3 pg. 64-
65

2 1 NUMBER Position By the end of the lesson, the
CONCEPT learner should be able to:
a. use ordinal numbers to
identify position from 1-15.
b. Mention the position he/she
was when coming to class
c. Appreciate the importance
of position in daily life
In which position were Learners in pairs/groups to count Marbles, sticks, written
you when you came to in 2’s and 5’s forward and stones, grains exercises,
class in the morning? backward starting from any point. oral
Mathematics
questions ,
Learners in pairs/groups to count Pupils Book 3
observation.
their fingers and toes in 2’s and Pg. 101
10’s forward and backward
starting from any point
2 Position By the end of the lesson, the
Symbols learner should be able to:
a. use ordinal numbers to
identify position of symbols
from 1-15.
b. Identify number positions
c. Appreciate the importance
of position in daily life
3 Counting in By the end of the lesson, the
fives learner should be able to:
a. count numbers forward
and backward from 1-1000
b. identify missing numbers
in
c. number patterns up to
1000,
d. appreciate number patterns
as
e. they skip on a number line
In which position were Learners in pairs/groups to count Marbles, sticks, written
you when you came to in 2’s and 5’s forward and stones, grains exercises,
class in the morning? backward starting from any point. oral
Mathematics
questions ,
Learners in pairs/groups to count Pupils Book 3
observation.
their fingers and toes in 2’s and Pg. 102
10’s forward and backward
starting from any point.
Learners in pairs / groups to
discuss place value up to
thousands.
How would you get the Learners in pairs/groups to count in Marbles, sticks, written
total number of people in 2’s and 5’s forward and backward stones, grains exercise, oral
a group? starting from any point. questions,
Mathematics Pupils observation.
Learners in pairs/groups to count Book 3 Pg. 103
their fingers and toes in 2’s and 10’s
forward and backward starting from
any point

4 Place value By the end of the lesson, the How would you get the Learners in pairs / groups to Marbles, sticks, written
learner should be able to: total number of people discuss place value up to stones, grains exercise, oral
in a group? thousands. questions,
a. identify place value up to Mathematics
observation
tens Learners in pairs / groups to Pupils Book 3
b. read and write numbers 1- compete reading numbers 1-1000 Pg. 104-105
100 in words in symbols.
c. appreciate the importance
of numbers and the value

5 Place By the end of the lesson, the How would you get the Learners in pairs / groups to Marbles, sticks, written
Value learner should be able to: total number of people discuss place value up to stones, grains exercise, oral
in a group? thousands. questions,
a. identify place value up to Mathematics
observation
Hundreds Learners in pairs / groups to Pupils Book 3
b. read and write numbers 1- compete reading numbers 1-1000 Pg. 106-107
100 in words in symbols.
c. appreciate the importance
of numbers and the value
3 1 Reading in By the end of the lesson, the How would you get the Learners in pairs / groups to Marbles, sticks, written
symbols learner should be able to: total number of people compete reading numbers 1-1000 stones, grains exercise, oral
in a group? in symbols. questions,
a. count numbers forward Mathematics
observation
and backward from 1-100, Pupils Book 3
identify place value up to Pg. 108
hundreds,
b. read numbers 1-100 in
symbols,
c. read and write numbers 1-
100 in words
2 Reading By the end of the lesson, the How would you get the Learners to read and write Marbles, sticks, written
numbers learner should be able to: total number of people numbers 1-100 in words. stones, grains exercise, oral
in a group? questions,
a. count numbers forward Learners to play digital games Mathematics
observation
and backward from 1-100 involving whole numbers. Pupils Book 3
b. read numbers 1-100 in Pg. 109
symbols,
c. read and write numbers 1-
100 in words

3 Numbers By the end of the lesson, the How would you get the Learners in pairs/groups to count Marbles, sticks, written
learner should be able to: total number of people in 2’s and 5’s forward and stones, grains exercise, oral
in a group? backward starting from any point. questions,
a. count numbers forward and Mathematics
observation
backward from 1-100 Learners in pairs/groups to count Pupils Book 3
b. read numbers 1-100 in their fingers and toes in 2’s and Pg. 110
symbols, 10’s forward and backward
c. read and write numbers 1- starting from any point
100 in words
4 Whole Number By the end of the lesson, the How would you get the Learners in pairs/groups to make A number line written
numbers patterns learner should be able to total number of people number patterns up to 1000 and drawn on the exercise, oral
in a group? share with other groups ground/floor, questions,
a. identify missing numbers
place value chart observation
in number patterns up to
1000, Mathematics
b. make patterns of different Pupils Book 3
objects in class Pg. 111
c. appreciate number patterns
as they skip on a number
line
 5 Number By the end of the lesson, the How would you get the Learners in pairs/groups to make A number line written
patterns learner should be able to total number of people number patterns up to 1000 and drawn on the exercise, oral
in a group? share with other groups ground/floor, questions,
a. Identify missing numbers
place value chart observation
in number patterns up to
1000, Mathematics
b. make patterns of different Pupils Book 3
objects in class Pg. 112
c. appreciate number patterns
as they skip on a number
line
4 1 Eighth as By the end of the lesson the How can you represent Learners in pairs /groups to make Circular and written
part of a a half, a quarter or an rectangular cut-outs and fold to rectangular cut exercise, oral
learner should be able to:
whole eighth of a group? get 8 equal parts and identify one outs, marbles, questions,
a. Identify 1/8 as part of a part as 1/8 of the whole. bottle tops observation
whole. ,sticks, grains,
b. Model and 1/8 suing stones
rectangular cut outs
Mathematics
c. Desire to work with
Pupils Book 3
fractions in daily life
Pg. 113
2 Comparing By the end of the lesson the How can you represent Learners in pairs /groups to make Circular and written
¼ and 1/8 a half, a quarter or an rectangular cut-outs and fold to rectangular cut exercise, oral
learner should be able to:
eighth of a group? get 8 equal parts and identify one outs, marbles, questions,
a. Comparing .1/4 and 1/8 as part as 1/8 of the whole. bottle tops observation
part of a whole. ,sticks, grains,
Learners in pairs /groups to make
b. Comparing 1/4 and 1/8 as stones
rectangular cut-outs and fold
part of a group
them into 4 equal parts to get a Mathematics
c. Desire to work with
quarter of a whole and identify Pupils Book 3
fractions in daily life
each part as 1/4of the whole. Pg. 114

3 Quarter as By the end of the lesson the How can you represent Learners in pairs /groups to make Circular and written
part of a learner should be able to: a half, a quarter or an rectangular cut-outs and fold rectangular cut exercise, oral
group eighth of a group? them into 4 equal parts to get a outs, marbles, questions,
a. Identify 1/4 as part of a
quarter of a whole and identify bottle tops observation
group
each part as ¼ of the group ,sticks, grains,
b. Draw and colour ¼ as part
stones
of a group
c. Desire to work with Mathematics
fractions in daily life Pupils Book 3
Pg. 115
 4 Eighth as By the end of the lesson the How can you represent Learners in pairs /groups to make Circular and written
part of a learner should be able to: a half, a quarter or an rectangular cut-outs and fold rectangular cut exercise, oral
group eighth of a group? them into 8 equal parts to get a outs, marbles, questions,
a. Identify 1/8 as part of a
quarter of a whole and identify bottle tops observation
group
each part as 1/8 of the group ,sticks, grains,
b. Draw and colour 1/8 as
stones
part of a group
c. Desire to work with Mathematics
fractions in daily life Pupils Book 3
Pg. 117
5 Addition Adding a By the end of the lesson, the How do you arrange Learners to add up to two 3- digit Place value chart, written
3-digit learner should be able to: numbers when adding numbers without and with abacus, basic exercise, oral
number to vertically regrouping with sum not addition facts questions,
a. add a 3- digit number to up
a 2-digit exceeding 1000. table observation
to a 2 -digit number 2) How do you identify
number
without regrouping with the first two numbers to Learners to practice adding Mathematics
sum not exceeding 1000, add when adding three horizontally and vertically Pupils Book 3
b. add a 3- digit number to up single digit Pg. 118-119
to a 2-digit number with
numbers?
single regrouping with
sum not exceeding 1000, 3) How can you get the
c. develop curiosity in adding next number in a given
objects in real life pattern?
situations

5 1 Adding a By the end of the lesson, the How do you arrange Learners to add up to two 3- digit Place value chart, written
3-digit learner should be able to: numbers when adding numbers without and with abacus, basic exercise, oral
number to vertically regrouping with sum not addition facts questions,
a. add a 3- digit number to up
a 2-digit exceeding 1000. table observation
to a 2 -digit number Place 2) How do you identify
number
value chart, abacus, basic the first two numbers to Learners to practice adding Mathematics
addition facts table written add when adding three horizontally and vertically Pupils Book 3
exercise, oral questions, single digit Pg. 120
observation without
numbers?
regrouping with sum not
exceeding 1000, 3) How can you get the
b. add a 3- digit number to up next number in a given
to a 2-digit number with pattern?
single regrouping with sum
not exceeding 1000,
c. develop curiosity in adding
objects in real life situations
2 Add a 3- By the end of the lesson, the How do you arrange Learners to add up to two 3- digit Place value chart, written
digit learner should be able to: numbers when adding numbers without and with abacus, basic exercise, oral
number to vertically regrouping with sum not addition facts questions,
a. Add three single digit
a 2-digit exceeding 1000. table observation
numbers with sum up to 27, 2) How do you identify
number
b. add two 3- digit numbers the first two numbers to Learners to practice adding Mathematics
without regrouping, add when adding three horizontally and vertically Pupils Book 3
c. add two 3- digit numbers single digit Pg. 121-122
with single regrouping with
numbers?
sum not exceeding 1000
d. appreciate the importance 3) How can you get the
of addition in real life next number in a given
pattern?

3 Add a 3- By the end of the lesson, the How do you arrange Learners to add up to two 3- digit Place value chart, written
digit learner should be able to: numbers when adding numbers without and with abacus, basic exercise, oral
number to vertically regrouping with sum not addition facts questions,
a. Add three single digit
a 2 digit exceeding 1000. table observation
numbers with sum up to 2) How do you identify
number
27, the first two numbers to Learners to practice adding Mathematics
b. add two 3- digit numbers add when adding three horizontally and vertically Pupils Book 3
without regrouping single digit Pg. 123-124
c. add two 3- digit numbers
numbers?
with single regrouping
with sum not exceeding 3) How can you get the
1000 next number in a given
d. develop curiosity in adding pattern?
objects in real life
situations
4 Add 3 By the end of the lesson, the How do you arrange Learners in pairs to come up with Place value chart, written
single digit learner should be able to: numbers when adding different ways of adding 3- single abacus, basic exercise, oral
number vertically digit numbers addition facts questions,
a. add two 3- digit numbers
table observation
with single regrouping 2) How do you identify
with sum not exceeding the first two numbers to Mathematics
1000 add when adding three Pupils Book 3
b. model addition sign single digit Pg. 125-126
c. develop curiosity in adding
numbers?
objects in real life
situations 3) How can you get the
next number in a given
pattern?
 5 More By the end of the lesson, the How do you arrange Learners in pairs to come up with Place value chart, written
examples learner should be able to: numbers when adding different ways of adding 3- single abacus, basic exercise, oral
vertically digit numbers addition facts questions,
a. Add three single digit
table observation
numbers with sum up to 2) How do you identify
27, the first two numbers to Mathematics
b. add two 3- digit numbers add when adding three Pupils Book 3
without regrouping, single digit Pg. 127
c. add two 3- digit numbers
numbers?
with single regrouping
with sum not exceeding 3) How can you get the
1000 next number in a given
pattern?

6 1 Add two 3 By the end of the lesson, the How do you arrange Learners to add up to two 3- digit Place value chart, written
digit learner should be able to: numbers when adding numbers without and with abacus, basic exercise, oral
numbers vertically regrouping with sum not addition facts questions,
a. add two 3- digit numbers
exceeding 1000. table observation
without regrouping. 2) How do you identify
b. add two 3- digit numbers the first two numbers to Learners to practice adding Mathematics
with single regrouping with add when adding three horizontally and vertically Pupils Book 3
sum not exceeding 1000, single digit Pg. 128-129
c. develop curiosity in adding
numbers?
objects in real life situations
3) How can you get the
next number in a given
pattern?

2 Add two 3 By the end of the lesson, the How do you arrange Learners to add up to two 3- digit Place value chart, written
digit learner should be able to: numbers when adding numbers without and with abacus, basic exercise, oral
numbers vertically regrouping with sum not addition facts questions,
a. add two 3- digit numbers
exceeding 1000. table observation
without regrouping, 2) How do you identify
b. add two 3- digit numbers the first two numbers to Learners to practice adding Mathematics
with single regrouping with add when adding three horizontally and vertically Pupils Book 3
sum not exceeding 1000, single digit Pg. 130-131
c. appreciate the importance
numbers?
of addition in real life
situations 3) How can you get the
next number in a given
pattern?
3 Number By the end of the lesson, the How do you arrange Learners to play digital games Place value chart, written
patterns learner should be able to numbers when adding involving addition. abacus, basic exercise, oral
vertically addition facts questions,
a. work out missing numbers Learners to create and work out
table observation
in patterns involving 2) How do you identify missing numbers in patterns
addition up to 1000, the first two numbers to involving addition up to 1000. Mathematics
b. create number patterns add when adding three Pupils Book 3
involving addition up to single digit Pg. 132-133
1000
numbers?
c. develop curiosity in
creating number patterns in 3) How can you get the
real life situations next number in a given
pattern?

4 Subtraction Subtracting By the end of the lesson, the When do you regroup Learners to work out subtraction Basic addition written
Two 2 – learner should be able to: during subtraction? of up to 3-digit numbers without facts table, place exercise, oral
digit regrouping in real life situations. value chart questions,
a. Subtract up to2 - digit 2) How do you identify
numbers observation
numbers without the missing number in a Mathematics
regrouping, number pattern? Pupils Book 3
b. subtract up to 2- digit Pg. 134-135
numbers involving two-
digit number with single
regrouping,
c. appreciate the importance
of subtraction in real life
situations

5 Subtracting By the end of the lesson, the When do you regroup Learners to work out missing Basic addition written
a single learner should be able to: during subtraction? numbers in subtraction of up to 3- facts table, place exercise, oral
digit digit numbers with single value chart questions,
a. Subtract up to3 - digit 2) How do you identify
number regrouping using a variety of observation
numbers without the missing number in a Mathematics
from a 3- strategies such as number
regrouping, number pattern? Pupils Book 3
digit families..
b. subtract up to 3- digit Pg. 136-137
number
numbers a single digit with
single regrouping,
c. appreciate the importance
of subtraction in real life
situations
7 1 Subtract By the end of the lesson, the When do you regroup Learners to work out missing Basic addition written
two 2- digit learner should be able to: during subtraction? numbers in subtraction of up to 3- facts table, place exercise, oral
numbers digit numbers with single value chart questions,
a. Subtract up to2 - digit 2) How do you identify
regrouping using a variety of observation
numbers without the missing number in a Mathematics
strategies such as number
regrouping, number pattern? Pupils Book 3
families.
b. subtract up to 2- digit Pg. 138-139
numbers involving two-
digit numbers with single
regrouping,
c. appreciate the importance
of subtraction in real life
situations

2 Subtract a By the end of the lesson, the When do you regroup Learners to work out missing Basic addition written
single digit learner should be able to during subtraction? numbers in subtraction of up to 3- facts table, place exercise, oral
number digit numbers with single value chart questions,
a. subtract up to 2- digit 2) How do you identify
from a 3- regrouping using a variety of observation
numbers involving a single the missing number in a Mathematics
digit strategies such as number
digit with single number pattern? Pupils Book 3
number families.
regrouping, Pg. 140-141
b. work examples in their
books
c. appreciate the importance
of subtraction in real life
situations

3 Subtracting By the end of the lesson, the
two 3 – learner should be able to
digit
a. subtract up to 3- digit
numbers
numbers involving a three
digit with single
regrouping,
b. work examples in their
books
c. appreciate the importance
of subtraction in real life
situations
When do you regroup Learners to work out missing Mathematics written
during subtraction? numbers in subtraction of up to 3- Pupils Book 3 exercise, oral
digit numbers with single Pg. 142-143 questions,
2) How do you identify
regrouping using a variety of observation
the missing number in a
strategies such as number
number pattern?
families.

4 Subtract 2- By the end of the lesson, the When do you regroup Learners to work out missing Basic addition written
digit learner should be able to during subtraction? numbers in subtraction of up to 3- facts table, place exercise, oral
numbers digit numbers with single value chart questions,
a. subtract up to 2- digit 2) How do you identify
from 3- regrouping using a variety of observation
numbers involving a two the missing number in a Mathematics
 digit digit with single number pattern? strategies such as number Pupils Book 3
numbers regrouping, families. Pg. 144-145
b. work examples in their
books
c. appreciate the importance
of subtraction in real life
situations

5 Subtract By the end of the lesson, the When do you regroup Learners to work out missing Basic addition written
multiples learner should be able to during subtraction? numbers in subtraction of up to 3- facts table, place exercise, oral
of 10 digit numbers with single value chart questions,
a. subtract up to 3- digit 2) How do you identify
regrouping using a variety of observation
numbers involving a three the missing number in a Mathematics
strategies such as number
digit with single number pattern? Pupils Book 3
families.
regrouping Pg. 146-147
b. subtract up to3 - digit
numbers without
regrouping
c. appreciate the importance
of subtraction in real life

8 1 Number By the end of the lesson, the When do you regroup Learners to play digital games Basic addition written
patterns learner should be able to during subtraction? involving subtraction. facts table, place exercise, oral
value chart questions,
a. work out missing 2) How do you identify Learners to discuss how to work
observation
numbers in number the missing number in a out missing numbers in patterns Mathematics
patterns involving number pattern? involving subtraction up to 1000. Pupils Book 3
subtraction up to 1000. Pg. 148-149
b. Create number patterns in
a decreasing order
c. appreciate the importance
of subtraction in real life
2 Multiplicati Multiplyin By the end of the lesson, the How can you work out Learners in pairs/groups to Bottle tops, written
on g numbers learner should be able to: multiplication using multiply single digit numbers by marbles, stones, exercise, oral
repeated addition? numbers1-10 using: grains, number questions,
a. multiply single digit
line drawn on the observation
numbers by numbers 1-10 2) How can we get the -groups of objects
ground/floor,
in different contexts answer to a
-repeated addition multiplication
b. play digital games multiplication question
tables
involving multiplication using the multiplication -multiplication table.
c. Develop curiosity in table? Mathematics
multiplication in real life Learners to play digital games Pupils Book 3
situations involving multiplication. Pg. 150-151
 3 Multiplyin By the end of the lesson, the
g numbers learner should be able to:
a. multiply single digit
numbers by numbers 1-10
in different contexts
b. play digital games
involving multiplication
c. Develop curiosity in
multiplication in real life
situations
4 Multiplyin By the end of the lesson, the
g numbers learner should be able to:
a. multiply single digit
numbers by numbers 1-10
in different contexts
b. play digital games
involving multiplication
c. Develop curiosity in
multiplication in real life
situations
5 Multiplyin By the end of the lesson, the
g numbers learner should be able to:
a. multiply single digit
numbers by numbers 1-10
in different contexts
b. play digital games
involving multiplication
c. Develop curiosity in
multiplication in real life
situations
9 1 Division Dividing By the end of the lesson, the
numbers learner should be able to:
a. represent division as
repeated subtraction up to 5
times,
b. show relationship between
How can you work out Learners in pairs/groups to Mathematics written
multiplication using multiply single digit numbers by Pupils Book 3 exercise, oral
repeated addition? numbers1-10 using: Pg. 152-153 questions,
observation
2) How can we get the -groups of objects
answer to a
-repeated addition
multiplication question
using the multiplication -multiplication table.
table?
Learners to play digital games
involving multiplication.
How can you work out Learners in pairs/groups to Bottle tops, written
multiplication using multiply single digit numbers by marbles, stones, exercise, oral
repeated addition? numbers1-10 using: grains, number questions,
line drawn on the observation
2) How can we get the -groups of objects
ground/floor,
answer to a
-repeated addition multiplication
multiplication question
tables
using the multiplication -multiplication table.
table? Mathematics
Learners to play digital games Pupils Book 3
involving multiplication. Pg. 154-155
How can you work out Learners in pairs/groups to Bottle tops written
multiplication using multiply single digit numbers by ,marbles, stones, exercise, oral
repeated addition? numbers1-10 using: grains, number questions,
line drawn on the observation
2) How can we get the -groups of objects
ground/floor,
answer to a
-repeated addition multiplication
multiplication question
tables
using the multiplication -multiplication table.
table? Mathematics
Learners to play digital games Pupils Book 3
involving multiplication. Pg. 156-157
How can we divide Learners to take away from a Bottle tops, written
numbers using group a specific number of marbles, stones, exercise, oral
subtraction? objects at a time until all are sticks, grains, questions,
finished and then count the multiplication observation
2) How can we use the
number of small groups formed. tables
multiplication table to
work out division Learners to represent division Mathematics
 multiplication and division questions? as repeated subtraction up to 5 Pupils Book 3
using mathematical times. Pg. 158-159
sentences up to 9×10 = 90
c. Desire to know more about
division using ICT devices

2 Dividing By the end of the lesson, the How can we divide Learners to take away from a Bottle tops, written
numbers learner should be able to: numbers using group a specific number of marbles, stones, exercise, oral
subtraction? objects at a time until all are sticks, grains, questions,
a. Represent division as
finished and then count the multiplication observation
repeated subtraction up to 2) How can we use the
number of small groups formed. tables
5 times, multiplication table to
b. show relationship between work out division Learners to represent division Mathematics
multiplication and division questions? as repeated subtraction up to 5 Pupils Book 3
using mathematical times. Pg. 160-161
sentences up to 9×10 = 90
c. Desire to know more about
division using ICT devices

3 Dividing By the end of the lesson, the How can we divide Learners to take away from a Bottle tops, written
numbers learner should be able to: numbers using group a specific number of marbles, stones, exercise, oral
subtraction? objects at a time until all are sticks, grains, questions,
a. represent division as
finished and then count the multiplication observation
repeated subtraction up to 2) How can we use the
number of small groups formed. tables
5 times, multiplication table to
b. show relationship between work out division Learners to represent division Mathematics
multiplication and division questions? as repeated subtraction up to 5 Pupils Book 3
using mathematical times. Pg. 162-163
sentences up to 9×10 = 90
c. Desire to know more about
division using ICT devices

4 MEASURE Length By the end of the lesson, the How do you measure Learners in pairs/groups to use Books, pencils, oral
MENT (adding learner should be able to: the chalkboard using a metre sticks to measure various rulers, sticks, questions,
and metre stick? distances and record their results. bottles, metre observation’
a. measure length in metres,
subtracting rule, metre sticks written
b. add and subtract length in 2) How do you get the Learners to prepare 5 metres
length)
metres, long strings with knots at Mathematics exercise.
total length in metres of
c. Desire to know more about intervals of one metre to measure Pupils Book 3
the 4 classroom walls?
measurement by using ICT long distances. Pg. 164-165
devices to measure length 3) How do you
measure the distance
between the flag post
and the staffroom using
 a 5 metres long string?

5 Estimating By the end of the lesson, the
length learner should be able to:
a. estimate length up to 20
metres
b. measure the length of
objects in class
c. Desire to know more about
measurement by using ICT
devices to measure length
How do you measure Learners in pairs/groups to use Books, pencils, Oral
the chalkboard using a metre sticks to measure various rulers, sticks, questions,
metre stick? distances and record their results. bottles, metre observation’
rule, metre sticks written
2) How do you get the Learners to prepare 5 metres
long strings with knots at Mathematics exercise.
total length in metres of
intervals of one metre to measure Pupils Book 3
the 4 classroom walls?
long distances. Pg. 167-168
3) How do you
measure the distance
between the flag post
and the staffroom using
a 5 metres long string?

10 1 MASS Adding By the end of the lesson, the How can you make Learners to measure mass in Masses of 1kg, written
mass in learner should be able to: kilograms using a beam balance. soil, sand, beam exercise, oral
a 1kg mass using a
Kilograms balance questions,
a. measure mass in Learners to make masses of 1kg
beam balance? observation
kilograms, using sand/ soil by measuring Mathematics
b. add mass in kilograms, against the kilogram standard Pupils Book 3
c. Desire to know more about unit. Pg. 169
measurement by using ICT
devices to measure mass

2 Subtracting By the end of the lesson, the How can you make Learners to measure mass in Masses of 1kg, written
mass in learner should be able to kilograms using a beam balance. soil, sand, beam exercise, oral
a 1kg mass using a
Kilograms balance questions,
a. measure mass in kilograms Learners to make masses of 1kg
beam balance? observation
b. subtract mass in kilogram using sand/ soil by measuring Mathematics
c. Desire to know more about against the kilogram standard Pupils Book 3
measurement by using ICT unit. Pg. 170
devices to measure mass

3 Estimating By the end of the lesson, the How can you make Learners to use a 5kg mass to Masses of 1kg, written
Mass learner should be able to compare other masses. soil, sand, beam exercise, oral
a 1kg mass using a
balance questions,
a. measure mass in kilograms Learners to estimate mass up to
beam balance? observation
b. estimate mass up to 5 5kg and measure to confirm. Mathematics
kilograms Pupils Book 3
c. Desire to know more about
 measurement by using ICT Pg. 171-172
devices to measure mass

4 CAPACIT Adding By the end of the lesson, the What can we use to Learners in pairs/groups measure Mathematics written
Y capacity learner should be able to: measure capacity? capacity of different containers in Pupils Book 3 exercise, oral
litres. Pg. 173 questions,
a. measure capacity in litres,
observation
b. add and subtract capacity Learners to add and subtract
in litres capacity in litres in real life
c. Desire to know more about situations.
measurement by using ICT
devices to measure mass

5 Subtracting By the end of the lesson, the What can we use to Learners in pairs/groups measure Containers of written
Capacity learner should be able to: measure capacity? capacity of different containers in different sizes, exercise, oral
litres. 1litre containers, questions,
a. measure capacity in litres
sand soil water,5 observation
b. subtract capacity in litres Learners to add and subtract
litre containers
c. Desire to know more about capacity in litres in real life
measurement by using ICT situations Mathematics
devices to measure mass Pupils Book 3
Pg. 174

11 1 Estimating By the end of the lesson, the What can we use to Learners to estimate capacity up Containers of written
capacity learner should be able to: measure capacity? to 5 litres and measure to different sizes, exercise, oral
confirm. 1litre containers, questions,
a. measure capacity in litres
sand soil water,5 observation
b. estimate capacity up to 5 Learners play digital games
litre containers
litres. involving capacity
c. Desire to know more about Mathematics
measurement by using ICT Pupils Book 3
devices to measure mass Pg. 175

2 TIME Reading By the end of the lesson, the How do we convert Learners to discuss the divisions Clock face both written
and telling learner should be able to: hours to minutes? on a clock face and what each analogue and exercise, oral
time “to” division represents. digital questions,
a. Identify the minute as a unit
the hour observation
of measuring time, Learners to read time on a Mathematics
b. read and tell time using the digital clock Pupils Book 3
digital clock, Pg. 176
c. Desire to know more about
measurement by using ICT
devices to know time
3 Reading By the end of the lesson, the How do we convert Learners to discuss the divisions Clock face both written
and telling learner should be able to: hours to minutes? on a clock face and what each analogue and exercise, oral
time division represents. digital questions,
a. identify the minute as a
observation
unit of measuring time, Learners to read time on a Mathematics
b. read and tell time using the digital clock Pupils Book 3
digital clock, Pg. 177
c. Desire to know more about
measurement by using ICT
devices to know time
4 Writing By the end of the lesson, the How do we convert Learners in pairs/groups to read, Clock face both written
time “past” learner should be able to: hours to minutes? tell and write time using ‘past’ analogue and exercise, oral
the hour and ‘to’ the hour digital questions,
a. read and tell time using
observation
‘past’ and ‘to’ the hour Mathematics
using the clock face Pupils Book 3
b. write time using ‘past’ and Pg. 179
‘to’ the hour,
c. Desire to know more about
measurement by using ICT
devices to know time
5 Writing By the end of the lesson, the How do we convert Learners in pairs/groups to read, Clock face both written
time “to” learner should be able to: hours to minutes? tell and write time using ‘past’ analogue and exercise, oral
the hour and ‘to’ the hour digital questions,
a. read and tell time using
observation
‘past’ and ‘to’ the hour Mathematics
using the clock face Pupils Book 3
b. write time using ‘past’ and Pg. 180
‘to’ the hour,
c. Desire to know more about
measurement by using ICT
devices to know time

CAT/REVISION/CLOSING/ASSESMENT